Reading difficult adolescents as a method of enculturation: psychological and pedagogical experiment

Professionals involved in reading problems argue that difficult adolescents are a category of the public for which the book ceases to be the material aspect of culture. Meanwhile, the stay of adolescents within an asocial system lasts only a few years, which causes its instability, and support for reading at a difficult age can become a factor in personal self-determination. To solve the actual, large-scale and interdisciplinary problem of the enculturation of difficult adolescents, applied research on the methods of organizing reading is needed, which are now virtually absent. The article presents the results of an experiment aimed at exploring the possibilities of stimulating and organizing the reading of difficult teenagers by reading interactive documents. The use of interactive documents is related to the fact that the basis of the reading insolvency of difficult adolescents lies in the weakness of the emotional-volitional sphere, which complicates the process of reading, involuntary attention, inability to perceive and retain a large number of printed characters in consciousness. The data obtained in the study indicate that the interactive components of the document compensate for the lack of associative determinants of a difficult teenager in the perception of printed texts. They contribute to the visualization of literary images, which in turn contributes to the formation of motivational attitudes towards reading. The external validity of the experiment describes the possibility of generalizing, transferring the results to library practice to solve the problems of integrating difficult teenagers into a modern cultural society.